Towards a better understanding of exemplar-based teaching: Exploring helpful contextual factors in exemplar-based feedback in an online writing class

References

• Bell, A., Mladenovic, R., & Price, M. (2013). Students’ perceptions of the usefulness of marking guides, grade descriptors and annotated exemplars. Assessment & Evaluation in Higher Education, 38(7), 769–788. https://doi.org/10.1080/02602938.2012.714738
   Web of Science ®Google Scholar
• Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–144, 146–148. https://doi.org/10.1177/003172171009200119
   Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354
   Web of Science ®Google Scholar
• Carless, D., & Chan, K. K. H. (2017). Managing dialogic use of exemplars. Assessment & Evaluation in Higher Education, 42(6), 930–941. https://doi.org/10.1080/02602938.2016.1211246
   Web of Science ®Google Scholar
• Chong, S. W. (2019). The use of exemplars in English Writing classrooms: From theory to practice. Assessment & Evaluation in Higher Education, 44(5), 748–763. https://doi.org/10.1080/02602938.2018.1535051
   Web of Science ®Google Scholar
• Duff, P. (2007). Case study research in applied linguistics (1st ed.). Routledge. https://doi.org/10.4324/9780203827147
   Google Scholar
• Earl, L. M. (2003). Assessment as learning: Using classroom assessment to maximize student learning. Corwin Press.
   Google Scholar
• Ekoto, C., Zubkov, P., & Asok, G. (2022). Qualitative data collection. In S. Wa-Mbaleka & A. H. Rosario (Eds.), The SAGE handbook of qualitative research in the asian context (pp. 345–363). SAGE Publications Ltd.
   Google Scholar
• Engeström, Y. (2014). Learning by expanding (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139814744
   Google Scholar
• Handley, K., & Williams, L. (2011). From copying to learning: Using exemplars to engage students with assessment criteria and feedback. Assessment & Evaluation in Higher Education, 36(1), 95–108. https://doi.org/10.1080/02602930903201669
   Web of Science ®Google Scholar
• Hendry, G. D., Armstrong, S., & Bromberger, N. (2012). Implementing standards-based assessment effectively: Incorporating discussion of exemplars into classroom teaching. Assessment & Evaluation in Higher Education, 37(2), 149–161. https://doi.org/10.1080/02602938.2010.515014
   Web of Science ®Google Scholar
• Hendry, G. D., White, P., & Herbert, C. (2016). Providing exemplar-based ‘feedforward’ before an assessment: The role of teacher explanation. Assessment & Evaluation in Higher Education, 17(2), 99–109. https://doi.org/10.1177/1469787416637479
   Google Scholar
• Hill, J., & West, H. (2020). Improving the student learning experience through dialogic feed-forward assessment. Assessment & Evaluation in Higher Education, 45(1), 82–97. https://doi.org/10.1080/02602938.2019.1608908
   Web of Science ®Google Scholar
• Jones, L., Allen, B., Dunn, P., & Brooker, L. (2017). Demystifying the rubric: A five-step pedagogy to improve student understanding and utilisation of marking criteria. Higher Education Research & Development, 36(1), 129–142. https://doi.org/10.1080/07294360.2016.1177000
   Web of Science ®Google Scholar
• Knight, S., Leigh, A., Davila, Y. C., Martin, L. J., & Krix, D. W. (2019). Calibrating assessment literacy through benchmarking tasks. Assessment & Evaluation in Higher Education, 44(8), 1121–1132. https://doi.org/10.1080/02602938.2019.1570483
   Web of Science ®Google Scholar
• Koltovskaia, S. (2020). Student engagement with automated written corrective feedback (AWCF) provided by Grammarly: A multiple case study. Assessing Writing, 44, 100450. https://doi.org/10.1016/j.asw.2020.100450
   Web of Science ®Google Scholar
• Lantolf, J. P. (Ed.). (2000). Sociocultural theory and second language learning. Oxford University Press.
   Google Scholar
• Lee, I. (2016). Putting students at the centre of classroom L2 writing assessment. Canadian Modern Language Review, 72(2), 258–280. https://doi.org/10.3138/cmlr.2802
   Web of Science ®Google Scholar
• Polanyi, M. (2015). Personal knowledge: Towards a post-critical philosophy. The Unviersity of Chicago Press.
   Google Scholar
• Sambell, K., & Graham, L. (2020). “We need to change what we’re doing.” Using pedagogic action research to improve teacher management of exemplars. Practitioner Research in Higher Education, 13(1), 3–17.
   Google Scholar
• Storch, N., & Sato, M. J. I. J. O. A. L. (2020). Comparing the same task in ESL vs. EFL learning contexts: An activity theory perspective. International Journal of Applied Linguistics, 30(1), 50–69. https://doi.org/10.1111/ijal.12263
   Web of Science ®Google Scholar
• To, J., & Carless, D. (2016). Making productive use of exemplars: Peer discussion and teacher guidance for positive transfer of strategies. Journal of Further and Higher Education, 40(6), 746–764. https://doi.org/10.1080/0309877X.2015.1014317
   Web of Science ®Google Scholar
• To, J., Panadero, E., & Carless, D. (2022). A systematic review of the educational uses and effects of exemplars. Assessment & Evaluation in Higher Education 47(8), 1167–1182. https://doi.org/10.1080/02602938.2021.2011134
   Web of Science ®Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Havard University Press.
   Google Scholar
• Wen, Q. (2016). Teacher-student collaborative assessment: An innovative assessment method for the production-oriented approach. Foreign Language World, 176(5), 37–43.
   Google Scholar
• Wimshurst, K., & Manning, M. (2013). Feed-forward assessment, exemplars and peer marking: Evidence of efficacy. Assessment & Evaluation in Higher Education, 38(4), 451–465. https://doi.org/10.1080/02602938.2011.646236
   Web of Science ®Google Scholar
• Yang, L., & Zhang, L. (2010). Exploring the role of reformulations and a model text in EFL students’ writing performance. Language Teaching Research, 14(4), 464–484. https://doi.org/10.1177/1362168810375369
   Web of Science ®Google Scholar
• Yu, S., & Lee, I. (2016). Exploring Chinese students’ strategy use in a cooperative peer feedback writing group. System, 58, 1–11. https://doi.org/10.1016/j.system.2016.02.005
   Web of Science ®Google Scholar
• Zheng, Y., & Yu, S. (2018). Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students. Assessing Writing, 37, 13–24. https://doi.org/10.1016/j.asw.2018.03.001
   Web of Science ®Google Scholar